- Students are to follow the requirements of the Handbook for the year they commenced the course.
However, the subject links below do not contain the subject information for the current year. You can view current subject information through the new Course Handbook.
Doctor of Philosophy (Integrated)
Testamur Title: |
Doctor of Philosophy |
Abbreviation: |
PhD (Int) |
My University: |
Education, Philosophy |
Duration: |
4 years full-time or part-time equivalent |
Total Credit Points: |
192 |
Delivery Mode: |
On campus (course work and individual supervised research) |
Starting Session(s): |
Autumn, Spring |
Location: |
Wollongong |
UOW Course Code: |
210 |
CRICOS Code: |
072795G |
Overview
The PhD (Integrated) is a four-year research degree which integrates a traditional three-year PhD thesis with one-year of coursework, combining generic research training and discipline-specific content into a single degree.
The coursework provides candidates with the opportunity to develop their research skills while allowing additional time to develop a detailed research topic, therefore providing greater certainty and better completion outcomes in the thesis.
The coursework also allows candidates to take individual subjects in a specific discipline area, thereby providing a deeper level of content from which to draw potential research themes. International students intending to become university researchers and teachers in their home country will benefit from exposure to Australian teaching methods through the inclusion of these 'taught' coursework subjects.
The PhD Integrated is therefore ideal for applicants who aspire to graduate with a PhD and who:
• want a flexible program which includes a selection of 'taught' subjects included in a specific discipline area of their interest;
• need further time and to develop a detailed research proposal; or
• need to develop their research training skills in order to demonstrate their capacity to undertake the major research thesis.
Entry Requirements
Applicants should have a minimum of four years of study at degree level, either a four-year Bachelor degree, or a Bachelor degree plus Masters by Coursework, with a minimum Credit average (65% or GPA 3.0 out of 4.0), or equivalent.
Course Structure
Students complete 48 credit points of coursework (including 24 credit points of research training subjects) and a substantial research component.
The 24 credit points of research training subjects include:
Subjects |
Credit Points | |
Advanced Research Methods in Education |
8 | |
Research proposal |
8 | |
Advanced Research Seminar |
8 | |
Students who have not had prior introductory research methods training will also need to enrol in: | ||
Introduction to Research and Inquiry |
6 | |
In addition, candidates will select coursework subjects taken from the Faculty's postgraduate schedule below, as approved by the Head of Postgraduate Studies (HPS).
Subjects |
Credit Points |
||||
Adult Education/Vocational Education & Training/Higher Education | |||||
The Global Challenge in Adult, Vocational and Higher Education |
8 | ||||
Learning about Learning in Adult, Vocational and Higher Education |
8 | ||||
Professional Development in Adult, Vocational and Higher Education |
8 | ||||
Innovation for Practitioners in Adult, Vocational and Higher Education |
8 | ||||
Multiliteracies and Numeracies in Adult, Vocational and Higher Education |
8 | ||||
The Early Years | |||||
Pedagogy, Practice and Play in Early Years |
6 | ||||
Early Years Curriculum Studies |
6 | ||||
Socio-Cultural Perspectives in the Early Years |
6 | ||||
Management, Supervision and Leadership for Early Childhood Professionals |
6 | ||||
Health Lifestyles for Preschool Children: Physical Activity |
6 | ||||
Educational Leadership | |||||
Foundations of Educational Leadership |
6 | ||||
Introduction to Educational Management |
6 | ||||
Leadership of Effective Change |
6 | ||||
Mentoring Beginning Teachers |
6 | ||||
Leading, Developing & Managing People |
6 | ||||
Law for Educational Leaders |
6 | ||||
Information Technology in Education & Training | |||||
Introduction to Technology in Education |
8 | ||||
Emerging Issues in Educational Technology |
8 | ||||
Instructional Strategies and Design |
8 | ||||
Multimedia and Interface Design |
8 | ||||
On-line Learning and Teaching |
8 | ||||
Evaluation of Technology-Based Learning |
8 | ||||
Literacy Education | |||||
Expanding Literacy Repertoires |
6 | ||||
Literature for Children and Young People |
6 | ||||
Knowing about Language in Context |
6 | ||||
Learning Environments for Literacy Development |
6 | ||||
Literacy Assessment: Research, Policy and Practice |
6 | ||||
Current Issues in English Curriculum and Policy |
6 | ||||
Physical & Health Education | |||||
Young People and Health |
6 | ||||
Theoretical and Practical Bases of Coach Education |
6 | ||||
Cultural politics of sport, leisure and physical education |
6 | ||||
Leadership and Management in Physical Education, Sport and Recreation |
6 | ||||
Practicum in a Learning Environment |
6 | ||||
Special Education | |||||
Learning Theories and Exceptionality |
6 | ||||
Investigating Issues in Special Education/Inclusive Education |
6 | ||||
Assessment and Instruction of Individuals with High Support Needs |
6 | ||||
Models of Behaviour Management |
6 | ||||
Approaches to Reading Difficulties: Theories and Strategies |
6 | ||||
Language and Communication Difficulties: Theory and Practice |
6 | ||||
Teaching Gifted Children |
6 | ||||
Giftedness in Special Populations |
6 | ||||
Education of Students with Autism Spectrum Disorders |
6 | ||||
Teaching English to Speakers of Other Languages (TESOL) | |||||
English Language: Learners Problems |
6 | ||||
Teaching Speaking and Listening |
6 | ||||
Second Language Literacy |
6 | ||||
Teaching Pronunciation and Prosody |
6 | ||||
Teaching English in International Contexts |
6 | ||||
Management, Policy and Curriculum in TESOL |
6 | ||||
Materials and Technology in Second Language Teaching |
6 | ||||
Text and Context |
6 | ||||
Assessing and Evaluating in TESOL Environments |
6 | ||||
Theories of Second Language Learning |
6 | ||||
English in Specific Contexts |
6 | ||||
Engaging Diversity: Exploring Contexts of EAL Education |
6 | ||||
Interdisciplinary Studies in Education | |||||
Psychology for Educators |
6 | ||||
Introduction to Assessment Theory and Practice in Contemporary Education |
6 | ||||
EDGX902 |
Educational Sociology: Culture, Society and Education |
6 | |||
EDGX917 |
International and Intercultural Perspectives in Education |
6 | |||
Research Methodology & Project Subjects (as required) | |||||
Minor Project in Education |
8 | ||||
Minor Project in Education |
6 | ||||
Special Research Topic |
8 | ||||
Advanced Research Methods in Education* |
8 | ||||
Research Proposal* |
8 | ||||
Advanced Research Seminar* |
8 | ||||
Vgotskian Studies in Education |
4 | ||||
* Compulsory subjects in PhD (Integrated) | |||||
A minimum of 65% needs to be attained in the first year for each coursework subject to be admitted into the three-year research component.
Advanced standing of up to 24 credit points (for discipline subjects) may be given for previous appropriate Masters Study.
Supporting Statement
Applicants for the PhD Integrated must provide either a Supporting Statement or a detailed research proposal outlining the area of intended future research and reason for wishing to enrol in a research program.
Applicants are encouraged to contact the Head of Postgraduate Studies (HPS) in their discipline area to obtain advice relating to potential research topics and supervisors. The HPS will also provide advice on the style and content needed for their research proposal/statement.
HPS contact details can be found at: http://www.uow.edu.au/content/groups/public/@web/@raid/documents/doc/uow022165.pdf
Other Information
Further information is available at http://coursefinder.uow.edu.au/ or email: ssc@uow.edu.au